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Adductor Magnus - Wheeless' Textbook of Orthopaedics - origin: - posterior fibers: ischial tuberosity; - anterior fibers: ramus of ischium and pubis; - insertion: - from a line extending from the greater trochanter along linea aspera, medial suprcondylar line and adductor tubercle on medial condyle of femur; - action: - adduction of the thigh at the hip; - fibers arising from ischium and ramus of ischium primarily insert distally and aid in hip extension; - fibers arising from ramus of pubis insert proximally and aid in hip flexion; - assistance in lateral rotation, medial rotation is of controversey; - nerve supply: obturator and sciatic , L2 , L3 , L4 , L5 , S1 ; - synergists: adductor brevis , adductor longus , pectineus , gracilis Symptomatic cortical irregularities of the distal femur simulating malignancy . Adductor-related groin pain in athletes: correlation of MR imaging with clinical findings . Adductor-related groin pain in competitive athletes.
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Home - Medicine - LibGuides at University of Otago Designed to be useful, relevant and user-friendly, this guide will provide you with access to a range of key library and information resources to aid your studies and research in Early Learning in Medicine and Advanced Learning in Medicine. It is always a work in progress, so we welcome suggestions for additional content. ELM andf ALM hard-copy resources can be found in the Medical Library located opposite Dunedin Hospital in the Sayers Building.
University of Otago Faculty of Medicine
Student BMJ: Succeeding in your OSCE Tips on how to ace your clinical exams By : Bhoresh Dhamija, Matt Green Published : 16 April 2012 DOI : 10.1136/sbmj.e1656 Cite this as: Student BMJ 2012;20:e1656 The objective structured clinical examination (OSCE) is a commonly used assessment tool in undergraduate medicine that is used to test a candidate’s core skills, understanding, and attitudes in a variety of settings. These can include: Over the past 15 to 20 years there has been a change in emphasis on the examination approaches employed by the various royal colleges in the United Kingdom, which is reflected in undergraduate curriculums. Previously, too much focus was placed on a candidate’s achieving the correct level of factual knowledge, with less focus put on understanding medical conditions, on the ability to interpret a set of data alongside the candidate’s attitudes and beliefs, and on the ability to communicate with patients and colleagues.
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